Developing Educative Assessments in a Teacher Preparation Program

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Developing Educative Assessments in a Teacher
Preparation Program

• Purpose To develop an assessment system that
  provides a vehicle for collaborative work to make
  program improvements that will result in
  program-wide assessment practices

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Design Team Members

• Steven Koziol
• TE Chair
• Sharon Schwille
• Assistant to TE Chair
• Randi Stanulis
• Team 1 Co-leader
• Jay Featherstone
• Team 1 Co-leader
• Peggy Champarde
• Team 1 Coordinator

• Cheryl Rosaen
• Team 2 Leader
• Philippa Webb
• Team 2 Coordinator
• Sandy Wilcox
• Team 3 Leader
• Peggy Giblin
• Team 3 Coordinator
• Gail Richmond
• Team 4 Leader
• Rick Banghart
• Technology

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Design Team Graduate Assistants

• Sharon Hobson
• Mary Kay Johnson
• Vijaya Rajagopalan
• Julia Reynolds

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Proposed Work for 2002-2003

• Study and Appraise Existing Portfolio Systems
• Study and Appraise Alternative Assessment
  Approaches
• Identify Authentic Assessment Practices that
  Exist in our Current Program
• Explore Potential Linkages with the Teachers for
  a New Era Project (Carnegie Corporation Grant)

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Five Significant Areas of Exploration
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PassPort

• PassPort Model - The Technology Consortium for
  Teacher Education (TCTE).
• Initiated by the Louisiana Challenge 1997.
• Consisted of group of representatives appointed
  by deans from all nineteen universities, who
  worked collaboratively to create an
  organizational system.

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PassPort cont.

• An excellent example of how to organize and house
  assessment efforts across the College.
• Our model will organize and house assessment
  efforts across the College and be accessible to
  administrators, faculty members, instructors, and
  students.

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I.V.A.N.

• Interactive Video Analysis Neighborhood.
• Although not a product of this Design Team, this
  program is being developed in response to needs
  identified in the College of Education.
• Our group plans to use the software to develop
  video cases for TE courses.

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I.V.A.N. cont.

• Will investigate the feasibility of interns using
  the program to develop their own video cases for
  assessment purposes.
• Charlie Ruggerio is working with Laurence Bates
  to design the software, using iShell. It is a
  tool that would be available to instructors to
  store, edit, and build video clip sequences from
  digital video for classroom retrieval and use.

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Technology Survey

• Designed to gain insight about how TE instructors
  across the four teams self-assessed their use of
  technology in their university classrooms, their
  offices, and their home
• What technology did they use?
• How did they use it?
• How proficient were they in their usage?

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Interviews

• Interviews were conducted with 3-4 instructors
  from each team to learn
• More about technology
• Usage
• Access
• How technology supports teaching and learning
• Challenges that hinder usage
• About Assessment Practices

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Collaborations Initiated

• With the Office of Technology
• With the Teachers for a New Era Project

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Recommendations

• Adapt and pilot PassPort model
• Develop and pilot video cases
• How can these efforts become part of established
  and funded workgroups in College
• Office of Technology
• Teachers for a New Era Project

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Technology Usage Survey

• For Teacher Education Course Instructors at MSU
• 2002-2003

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Step 1 Demographic information is collected.
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Step 2 The survey on technology use in the TE
course will be answered for the course selected
on this page.
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Step 3 Selecting all the technologies used in
teaching the particular course. In this case
TE 401.
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Step 4 Information on the use of technology,
where it is used, application used, period used
for, proficiency level.
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Step 5 Information on technology not used is
collected. All the technologies not listed in the
3rd step appear on this page.
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Step 6 All the required technology information
on the course selected in 2nd step is obtained.
At this point, the survey can be exited or can be
continued for another course listed in the first
step.
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Interview Summary
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Interview Selection Criteria

• Factors considered
• On-line Technology Survey Submitted indicating
  amount of technology used and how it was used
• Teaches 301, 40X, 80X
• 3-4 representatives of each TE team
• Gender
• University role/position
• Experience teaching the course
• Subject matter
• Interviewed 13 instructors

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Gender Distribution by Team
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University Role/Position by Team
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Subject Matter by Team
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Framework for Analysis of Technology Uses
Bruce and Levin (1997) refer to technologies as
"media" to place an emphasis on the learner, on
learning processes, and the capacity of
technology to connect learners to other people,
other technologies and the world. Drawing upon
Dewey's (1943) ideas about how humans naturally
learn and grow, they developed a taxonomy that
categorized technologies as media for inquiry,
communication, construction and expression.
(Rosaen Hobson, 2003)
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Most Common Uses of Technology

• Media for Inquiry, which includes
• Theory Building (using technology as a media for
  thinking
• Data Access (using technology to connect to the
  world of texts, video, data
• Data Collection (using technology to extend the
  senses)
• Data Analysis

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Most Common Uses of Technology

• Media for Communication, which includes
• Document Preparation
• Communication (with other students, teachers,
  experts in various fields, and people around the
  world)
• Collaborative Media
• Teaching Media

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Whats Missing?

• There were no reports of using technology as a
  media for construction (using control systems
  like robotics, CAD)
• There were no reports of using technology as a
  media for expression (using drawing and painting
  programs, music composing and editing programs,
  etc.)

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Media for Inquiry

• Instructors report that they use databases,
  including search engines, and the internet as
  resources and research tools.
• Many instructors used the term database and
  spreadsheet interchangeably.

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Reported Uses

• Databases
• Calculate grades
• Construct feedback forms
• Data analysis
• Store information

• Spreadsheets
• Store class information and records, books and
  resources
• Store and calculate grades
• Investigation of number patterns related to
  algebra and number relationships or data analysis

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Media for Communication Enhanced Productivity

• Word Processing
• Its a blessing. I use it for everything! (6)
• Instructors report that they use WP to develop
  most course materials.
• Instructors expect students to word process
  formal assignments.
• Students make text file in conjunction with
  case-based video studies (1)
• Editing, track changes, features are popular
• Used to take notes in class, move those notes to
  Blackboard, so notes are available to everyone.
  (5)

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Scanners

• Instructors create pdf files of students work
• Pdf files allow students to access documents
  without spending money.
• Students scan artifacts and add written
  commentary on their field experiences. (7)

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Presentation Equipment and Software

• PowerPoint (PP)
• Instructionally integrated to help students see
  ways to engage peers as well as providing content
  information. (2)
• Used for presentations of research. (8)
• Students use for presentations in class. (10,
  13)

• LCD Projector
• Used for presentation of content information and
  websites (11)
• Used to project video of teaching clips (13)
• Students are able to work on presentation skills.
  (12)

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Electronic Mail

• I require students to e-mail and many of them
  use their computers to download and send me
  papers. (2)
• Use for reminders, sharing links, documentation,
  updates for absent students. (1)
• Provides ready access to instructor and each
  other. (7)

• Students e-mail to certify they have met e-mail
  requirement (signature file and attachment). (4)
• I am in closer connection with my students
  individually with the electronic communication
  than I was when I didnt have that. (5)
• Give feedback to students on assignments. (11)

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Blackboard

• Posts all class documents to site including
  syllabus, announcements, grades and student
  goals. (2)
• Uses for e-mail between teacher and student
  student and student post discussion comments for
  reflection assignments. (2)
• Uses for managing course materials (5)

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Conditions that Impact Technology Use

• Access to Technology
• Classroom Allocation
• Equipment and/or Software
• Course Work Priorities
• Professional Development
• Time and Technical Support
• Student Competency

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Access and Usage The Proximity Rule

• The closer a resource can be located to the
  person who must use it, the more likely that
  person is to use it.
• (Waugh Handler, p. 162)

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Access and Use

• Teacher Candidates access to technology varies
  greatly according to the position of their
  instructor, mainly due to classroom allocation.

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Examples of Technology Problems for Faculty
Members

• 5
• I was once assigned a room without internet
  access and finagled and the room was changed. I
  couldnt function without it.

• 8
• I had a SLATE connection in my office until I
  moved. I have not asked the technician to
  connect it yet, but I will probably have it
  connected again because it is really convenient.
  

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One Example of a second-year Graduate Student

• No access to technology in classroom.
• My classroom in the Auditorium building was as
  small as this one (116B) with 24 students. When
  an overhead was used, I had to give up seats for
  4 students.

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• I ordered the TV/VCR last semester from the
  Media center. It was sent to the wrong room, so I
  had to find the secretary to unlock the wrong
  room, and get the TV out. I did not have a great
  experience with the media department.

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• I reserved 130 for technology teaching, and
  found that not all the computers worked, so
  several students had to go to 133. So I had to
  go back and forth to support both groups.

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Whats the problem? Just order from the media
center!

• 4 (TA)
• I ordered the TV/VCR last semester from the
  Media center. It was sent to the wrong room, so I
  had to find the secretary to unlock the wrong
  room, get the TV out. I did not have a great
  experience with the media department.

• 2 (TA)
• When the portable was brought into class and
  set up by the tech assistant, they put it on
  black screen, but didnt show me how to get it
  off before they left.

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So, reserve the computer lab!

• 6 (Fixed Term)
• Also, when requesting a lab, you have to
  assume that you are going to be at that spot in
  your lesson plans to use it on that day, and you
  may not be. Youre sunk if you are at a
  different place in your plans.

• 4 (TA)
• I reserved 130 for technology teaching, and
  found that not all the computers worked, so
  several students had to go to 133. So I had to
  go back and forth to support both groups.

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Lack of resources is challenging (13)

• Many instructors (11/13) reported the lack of
  access to technology as impacting them
  personally, but did not talk specifically of the
  impact on teacher candidates.

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What is the impact on students?

• Technology is not integrated into normal
  classroom activities.
• Authentic uses are not able to be modeled.
• TE students are lacking basic technological
  knowledge. (10)

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Implications

• Students who have faculty instructors have
  greater access to technology than those who have
  TAs, due to room allocation.
• Software is available to faculty members based on
  funding sources. TAs have no funding source. 2
  of the 3 faculty members referred to software
  that they routinely use for web page construction
  and with their students that is not readily
  available to TAs.

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Course Work Priorities

• Many instructors incorporate computer-based
  activities aimed primarily at teaching teacher
  candidates how to use technology.
• Some feel that technology requirements drive
  curriculum in some courses.
• Some question if teaching technology takes time
  away from teaching content.

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Professional Development

• Instructors report that they want to learn more
  about
• Using the LCD projector
• Webpage Development
• Using the track changes features of editing
• PowerPoint software
• Discussion Forums and
• Blackboard.

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Time and Technical Support

• I need time and access to support targeted to my
  needs. (5)

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In Summary

• The interviewees were open to being interviewed
  about their technology usage, access and the
  challenges that they face.
• They are looking for ways to integrate more
  technology into their classrooms and are asking
  for more technology-ready classrooms in which to
  teach the next generation of teachers.

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References

• Bruce, B. C. Levin, J. (1997). Educational
  technology Media for inquiry, communication,
  construction, and expression. Journal of
  Educational Computing Research, 17(1), 79 - 102.
• Dewey, J. (1938). Experience and education.
  New York Macmillan Publishing Company.
• Rosaen, C. Hobson, S. (2003) Infusing
  Technology in Teacher Education How Does
  Learning Guide Design? Forthcoming
• Waugh, M, Handler, M. (1997). Preparing
  Teachers to Teach with Technology The Costs and
  Benefits of Developing an Electronic Community of
  Learners. In K. Westbrook(Ed.), Technology and
  the Educational Workplace Understanding Fiscal
  Impacts, Eighteenth Annual Yearbook of the
  American Education Finance Association,
  (pp.150-174). Thousand Oaks, CA Corwin Press,
  Inc.